University  oi  the  State  oi  Hew  York  Bulletin 

Entered  as  second-class  matter  August  2,  1913,  at  the  Post  Office  at  Albany, 

N.  Y.,  under  the  act  of  August  24,  1912.  Acceptance  for  mailing  at 
special  rate  of  postage  provided  for  in  section  1103,  act  of 
October  3,  1917,  authorized  July  19,  1918 


Published  Fortnightly 


No.  739  ALBANY,  N.  Y.  August  1,  1921 


SYLLABUS  IN  CIVICS 

Ninth  Grade  or  First  Year  High  School 


INTRODUCTION 

Experience  with  the  Elementary  Syllabus  in  Civics  and  Patriotism 
has  shown  that  it  contains  a large  amount  of  work  to  be  covered  in 
the  seventh  and  eighth  years.  We  have  also  lacked  a suitable 
syllabus  in  community  civics  adapted  to  first  year  high  school.  The 
present  syllabus  contains  the  topics  of  the  eighth  year  of  the  ele- 
mentary syllabus  with  such  changes  and  additions  as  will  adapt  it  for 
use  in  the  ninth  grade  or  first  year  high  school.  If  this  syllabus  is 
given  in  the  first  year  high  school,  it  is  suggested  that  the  topics  out- 
lined for  the  seventh  grade  be  given  in  the  eighth  grade  or  distributed 
through  the  seven  and  eighth  grades. 

Now  that  instruction  in  civics  is  required  in  every  grade  of  the 
elementary  school  and  a syllabus  for  the  grades  has  been  issued,  it 
is  possible  to  define  the  aims  of  this  subject  in  the  high  school  and 
provide  an  outline  of  the  work.  The  ultimate  aims  here  are  no  dif- 
ferent from  those  in  the  grades  but  with  more  mature  pupils  who 
have  had  the  benefit  of  preliminary  training  it  is  possible  to  use 
more  advanced  subject  matter.  This  syllabus,  therefore,  is  intended 
to  he  the  capstone  of  the  Syllabus  in  Civics  and  Patriotism  for  the 
Elementary  Schools  issued  as  University  of  the  State  of  New  York 
bulletin  704.  High  school  teachers  of  civics  ought  to  have  this  bulle- 
tin at  hand  and  might  well  make  themselves  familiar  with  its  intro- 
duction, subject  matter  and  methods.  For  instance,  most  of  the 
work  on  local  units  of  government  has  been  covered  in  the  lower 
grades  and  is  treated  here  under  the  topic  “ Units  of  Government  ” 
only  as  a cross  section  review  of  the  services  rendered  by  the  differ- 
ent units. 

H 1 26r-D  2 1 -4000  (443)  * 


LIBRARY 

UN1VERSIF/  OF  ILLINOIS 

URBAN A 


The  chief  reason  why  the  work  done  in  civics  in  high  schools  fails 
to  function  properly  is  that  both  teachers  and  pupils  are  apt  to  regard 
the  study  as  principally  informational.  All  such  may  well  bear  con- 
stantly in  mind  two  golden  sentences  found  at  the  opening  of  the 
introduction  to  the  syllabus  for  grades  1 to  6.  “ The  keynote  of  the 
new  civics  is  service.  Action  is  the  goal  toward  which  we  are  striv- 
ing.” To  make  ourselves  a conscious  part  of  intelligent,  progressive 
public  opinion,  and  to  help  others  to  become  so,  is  one  of  the  greatest 
services  a citizen  can  render  his  country.  Teachers  should  realize 
and  make  pupils  realize  that  intellectual  force  is  as  important  as  any 
physical  action  — just  as  important  as  serving  on  juries,  voting,  or 
holding  office,  or,  for  the  junior  citizen,  collecting  statistics  or  mak- 
ing investigation  or  complaint.  To  this  end,  special  attention  is  called 
to  the  “ Suggested  Activities  for  Junior  Citizens  ” found  at  the  end 
of  each  of  the  major  topics.  These  are  merely  suggestive  and  every 
teacher  ought  to  devise  and  put  into  practice  other  activities  suited 
to  her  own  class  or  locality.  It  is  better  to  work  out  a few  projects 
well  than  to  attempt  too  many. 

Another  reason  why  pupils  do  not  take  seriously  the  work  in  civics 
is  that  they  are  apt  to  regard  the  duties  of  citizenship  as  remote  both 
in  time  and  place.  The  average  high  school  boy  or  girl  does  not 
habitually  think  of  himself  or  herself  as  a citizen  now.  Naturally, 
therefore,  he  puts  off  all  responsibility  to  some  future  time  when  he 
expects  to  become  a citizen.  Evidently  he  thinks  that  on  his  twenty- 
first  birthday  some  magic  change  is  to  occur  and  he  will  then  become 
not  only  a citizen,  but  a good,  intelligent  and  interested  citizen.  He 
should  be  constantly  reminded  that  he  will  be  after  21  about  the  kind 
of  citizen  in  his  community  that  he  is  now,  and  if  he  does  not  acquire 
and  practise  the  civic  virtues  in  school,  he  is  not  likely  to  do  so,  in 
later  life. 

In  the  same  way  the  pupil  is  likely  to  think  that  the  responsibility 
for  good  government  resides  solely  at  Albany  or  Washington.  Per- 
haps he  has  absorbed  this  point  of  view  from  the  conversation  of 
his  elders  or  from  reading  the  newspapers.  He  should  be  taught 
that  the  mirrors  of  the  seat  of  government  simply  reflect  a composite 
of  the  ideas  of  citizenship  which  prevail  throughout  the  country. 
Not  often  does  the  legislation  of  Congress  get  ahead  of  the  views 
of  the  people  and  if  perchance  it  does  the  executive  is  powerless  to 
enforce  laws  which  are  not  supported  by  public  opinion.  Responsi- 
bility for  good  government,  therefore,  rests  finally  upon  all  citizens, 
in  school  as  well  as  out.  A good  start  on  the  year’s  work  would  be 
the  reading  in  class  of  Franklin  K.  Lane’s  “Makers  of  the  Flag” 
and  a study  of  its  lessons. 


[2] 


Af  VS? u X 

The  work  of  the  ninth  year  is  built  around  two  essential  aims : 

1 The  economic  aim.  This  endeavors  to  impress  upon  the  pupil 
his  duty  to  become  a self-supporting  economic  unit,  a contributor  to 
the  common  wealth  not  merely  a debtor.  It  teaches  the  dignity  of 
work,  the  value  of  thrift,  the  services  rendered  by  economic  wealth, 
the  duty  of  trying  to  understand  modern  economic  conditions  and 
problems.  From  these  topics  he  is  led  to  consider  his  individual 
responsibility  for  the  wise  choice  of  a proper  vocation.  He  is  taught 
some  of  the  principles  which  should  guide  him  in  choosing  a life  work 
which  shall  not  only  secure  him  a livelihood  but  shall  minister  to  the 
common  good  of  society.  All  this  might  be  called  vocational  civics. 

2 The  good  citizenship  aim.  This  involves  such  a treatment  of  the 
government  as  shall  emphasize  the  need  of  the  social  virtues.  It  dis- 
cusses the  means  of  training  for  citizenship.  It  ends  upon  the  high 
note  of  the  privileges  and  responsibilities  of  citizenship  and  aims 
to  produce  young  men  and  women  able  to  fulfil  the  responsibilities 
and  enjoy  the  opportunities  of  free  life  in  a free  society. 

What  every  American  high  school  boy  and  girl  has  is  high  ideals 
for  his  country.  It  remains  for  us  to  teach  them  that  “ the  very  life 
of  the  Republic  depends  upon  the  daily  lives  of  her  citizens ; and  if 
she  is  to  serve  humanity,  we  must  serve  her.” 


I  Wealth 

A Definitions  of  wealth,  capital,  property 
B Importance  of  wealth 

1 To  supply  the  immediate  needs  of  the  worker  for  food, 

clothing,  shelter  etc. 

2 To  supply  the  needs  of  the  community's  dependents 

3 To  produce  a surplus  for  individual  and  community  for 

future  production  and  raise  the  standard  of  living 
C Sources  of  wealth 

1 Natural  resources 

2 Raw  materials 

3 Labor 

D Problems  comic cted  with  the  production  and  use  of  wealth; 
agencies  for  solving  them 

1 Natural  resources  (see  Van  Hise,  “ Conservation  of  Natural 
Resources  ”) 

a Land.  Reclamation  of  waste  land,  irrigation,  drainage 
Scientific  study  of  the  soil  for  both  increased  and 
varied  production;  importance  of  scientific  farm- 
ing to  a nation’s  life;  control  of  water  power; 

[3] 


necessity  for  cooperation  of  states  with  one  an- 
other and  with  federal  government. 

(Services  of  Roosevelt;  meeting  of  governors,  1908. 
United  States  Department  of  Interior,  Reclamation 
Service.  Problem  of  controlling  water  power  of 
Niagara  Falls.) 

b Minerals 

(United  States  Bureau  of  Mines.  Federal  policy  of 
withdrawing  mineral  lands  from  sale.  Special  world 
problem  involved  in  oil  lands.  Historic  importance 
of  the  discovery  and  use  of  minerals  in  advancing 
civilization,  and  the  consequent  need  of  their  con- 
servation.) 

c Forests 

(United  States  Conservation  Commission,  Bureau  of 
Forestry.  Services  of  Gifford  Pinchot.  State  for- 
estry commissions.  Schools  of  forestry.) 

d Wild  Life.  Wild  bird  preserves;  protection  of  migra- 
tory birds;  reasons  for  fish  and  game  laws;  valuable 
and  destructive  insects,  and  the  necessity  for  intelli- 
gent knowledge,  observation  and  vigilance  on  the 
part  of  every  citizen. 
e Human  life 

(See  topic  on  Industries) 

2 Raw  materials.  Saving  and  use  of  by-products;  for  ex- 

ample, in  packing  houses  and  coal  tar  products.  The 
wonderful  service  to  humanity  of  modern  chemists  in  in- 
creasing the  number  of  products,  other  than  by-products, 
that  may  be  used  for  man’s  benefit. 

3 Labor 

(See  topics  under  Industries  and  Protection) 

E Personal  responsibility  and  opportunities  for  cooperation 

1 Conservation  of  property,  both  individual  and  public.  Care 

of  school  textbooks,  supplies,  furniture,  school  yard 
Waste  of  wealth  a crime  against  society 

2 Obligation  of  each  individual  to  produce  more  than  he  con- 

sumes and  as  much  as  he  can;  reasons  why  labor  under 
present  conditions  does  not  recognize  the  force  of  this 
obligation;  suggestions  of  how  this  may  be  remedied 

3 Obligation  to  help  create  an  intelligent  public  sentiment  on 

this  subject 

4 Thrift 

a Reasons  for  thrift 


[4] 


(1)  To  accumulate  wealth  for  future  improvements; 

for  example,  good  roads,  schools,  factories, 
parks,  libraries  etc. 

(2)  To  provide  for  future  personal  advancement; 

for  example,  education,  a start  in  business, 
buying  a home. 

(3)  To  be  able  to  satisfy  reasonable  wants;  for  ex- 

ample, clothes,  books,  travel. 

(4)  To  provide  for  emergencies;  for  example,  sick- 

ness, unemployment,  “ rainy  day.” 

(5)  To  satisfy  the  love  of  beautiful  things,  such  as 

flowers,  music,  pictures  etc.  The  proper  cul- 
tivation and  ability  to  gratify  a love  of  beauty 
is  one  of  the  most  essential  needs  for  morality 
and  democratic  citizenship. 
b Care  of  savings 

(1)  Banks,  building  and  loan  associations,  thrift 

stamps,  savings  certificates,  United  States 
bonds. 

(2)  Investments,  safe  and  otherwise,  real  estate, 

mortgages,  bonds,  stocks. 

(3)  Insurance : life,  health  and  accident. 

c When  saving  is  not  thrift.  Certain  expenditures  both 
social  and  personal  are  necessary  for  progress. 

(1)  When  excessive  economy  prevents  necessary 

spending;  that  is,  miser,  buying  trash,  endan- 
gering health,  the  spending  of  money  for  the 
objects  mentioned  in  4 a above. 

(2)  When  savings  are  hoarded  and  thus  kept  from 

circulation. 

5 Guarding  the  expenditures  of  school  district,  city,  town, 
county,  State  and  Nation.  Certain  expenditures  neces- 
sary for  progress. 

Bonded  indebtedness  of  these  government  units. 

What  limitations  on  the  issue  of  bonds? 

F Suggested  activities  for  junior  citizens 

1 Are  there  any  pieces  of  land  in  your  vicinity  not  now  in  use 

which  might  be  used  to  produce  food?  Make  a list  of 
these  and  bring  it  to  your  teacher.  Can  you  think  of  any 
way  to  get  this  land  under  cultivation? 

2 Do  you  produce  any  part  of  the  food  that  you  consume? 

If  you  did,  would  it  not  increase  the  wealth  of  your 
family?  Suppose  every  boy  and  girl  in  America  did  the 

[5] 


same.  Find  out  about  the  work  of  the  United  States 
School  Garden  Army. 

3 Are  there  any  building  and  loan  associations  in  your 

vicinity?  Find  out  how  they  are  conducted  and  make  a 
list  of  the  ways  in  which  they  benefit  a community. 

4 What  is  the  bonded  indebtedness  of  your  school  district, 

city,  county,  State,  Nation?  For  what  was  this  money 
spent  in  each  case?  Who  authorized  the  spending  of 
this  money?  Was  it  wise? 

5 What  is  there  you  now  want  very  badly  which  you  might 

have,  had  you  not  spent  your  money  foolishly  in  small 
amounts  as  fast  as  you  received  it? 

6 How  much  would  you  have  at  the  end  of  the  year  if  you 

saved  10  cents  a week?  25  cents  a week?  How  much 
would  you  have  at  21,  if  these  savings  were  deposited  in 
a savings  bank  or  invested  in  thrift  stamps? 

II  Industries 

The  various  ways  in  which  different  members  of  the  community 
earn  a livelihood  are  matters  of  common  observation  on  the  part  of 
pupils,  but  the  underlying  economic  importance  of  industries  in  the 
community  life  has  never  been  called  to  their  attention.  The  approach 
to  this  topic  should  be  by  a simple  survey  carried  on  by  the  pupils  of 
the  various  local  occupations.  The  various  industries  and  business 
activities  should  be  studied  from  two  standpoints,  first,  the  service 
rendered  by  the  business  enterprise  to  the  local  community  through 
opportunities  for  employment,  better  transportation  facilities,  pro- 
viding the  community  with  food,  marketing  the  community’s  native 
products,  etc.,  and,  second,  the  service  rendered  by  the  local  communi- 
ties to  other  communities  in  satisfying  their  needs  and  in  transform- 
ing and  marketing  their  products. 

From  this  study  will  appear  the  triangle  of  industrial  relationships, 
namely,  the  employer,  the  employed  and  the  general  public.  No  busi- 
ness enterprise  can  be  operated  without  involving  the  interests  of  all 
three.  Conflicting  interests  will  soon  become  apparent  and  pupils 
should  be  led  to  see  the  need  of  some  power  to  harmonize  the  desires 
and  to  regulate  the  actions  of  all  so  that  the  common  welfare  may  be 
promoted.  It  should  be  emphasized  that  the  law  is  not  an  arbitrary, 
external  power,  but  the  common  agreement  of  the  people  as  to  the 
best  way  to  promote  community  welfare  and  that  wise  laws  them- 
selves are  based  upon  fundamental  economic  principles  which  are 
unchangeable.  Obedience  to  law  is  necessary  in  order  to  guarantee 

[6] 


the  rights  of  all.  It  must  be  made  evident  at  all  times  that  the  func- 
tion of  government  — local,  state  and  national  — is  to  see  that  every- 
body gets  fair  play. 

A Importance  of  work 

1 To  the  individual 

a Economic:  supplies  his  needs 
b Ethical:  develops  character 

2 To  the  community 

a Supplies  the  community’s  needs 

b Makes  for  progress  but  only  if  the  work  is  of  the  right 
type  and  honestly  done.  Examples  of  wrong  type, 
the  tawdry  useless  articles  made  for  Christmas  sale; 
examples  of  dishonest  work,  paper-soled  shoes  sold 
for  leather,  careless  house  construction. 

B Why  community  action  is  necessary 

1 Condition  of  one  worker  affects  the  welfare  of  the  group 

2 Only  the  organized  community  has  the  power  to  compel 

individuals  to  observe  proper  industrial  methods,  either 
as  employer  or  as  employee 

3 Community  action  does  not  relieve  the  worker  from  indi- 

vidual responsibility.  Danger  of  making  the  workman 
a “ leaner,”  and  thus  destroying  the  American  ideal  of 
self-reliance.  Error  of  working  as  little  as  you  can 

4 Unemployment,  either  voluntary  or  forced,  a social  evil 

C Industrial  problems  of  the  community  and  attempts  to  solve  them 

Urban 

1 City  industries 

Guilds,  labor  unions,  American  Federation  of  Labor 
a Length  of  the  working  day 

State  labor  laws,  State  Industrial  Commission 
b Wage 

United  States  Department  of  Labor,  Bureau  of 
Labor  Statistics 

c Opportunity  for  advancement 

d Undesirable  occupation ; for  example,  night  work,  sea- 
sonal etc. 

See  “ The  Labor  Law  and  Industrial  Code  ” pub- 
lished by  the  State  Industrial  Commission. 
e Dangers 

(1)  Occupational  diseases 

(2)  Fire  hazards 

(3)  Preventable  accidents 

Workmen’s  compensation  law 

[7] 


2 Efficiency  * 

a The  worker 

Fallacy  of  the  “ make  work  ” theory 
Show  it  by  applying  it  to  a farm 
b Scientific  management  of  plant,  workers,  output 

3 Special  classes  of  workers 

a Women  in  industry 
State  labor  law 
b Child  labor 

Child  labor  law.  Child  welfare  board.  Child  has 
a right  to  realth,  education  and  to  the  joy  of 
childhood 
c Immigrant  labor 

4 The  workshop 

a Sanitary  safeguards,  clean,  well  lighted,  well  ventilated 
b Fire  prevention  and  protection 
Building  code;  fire  laws 
c Safety  appliances 

First-aid  outfits,  pulmotors 

5 Unemployment 

a Employment  bureaus,  United  States  Employment 
Service 
b Prevention 
c Relief 

Old-age  insurance,  public  works  to  meet  an  emer- 
gency of  unemployment 

6 Relations  of  employer  and  employee.  Interests  identical 

Boards  of  trade,  chambers  of  commerce,  merchants’ 
associations,  National  Manufacturers’  Association, 
strikes,  closed  shop,  sabotage,  boycotts,  lockouts,  black 
list,  welfare  work,  unemployment  insurance,  profit  shar- 
ing, industrial  democracy,  arbitration  in  disputes,  shop 
schools,  shop  committees,  collective  bargaining 
Note:  These  terms  are  to  be  understood,  not  studied  in  detail. 

Rural 

1 Work  on  the  farm 

“ Back  to  the  farm  ” movement.  Roosevelt’s  Country  Life 
Commission.  Report  published  by  Sturgis  & Walton 
a Advantages 

(1)  Healthy 

(2)  Opportunity  for  economic  independence 

(3)  Satisfaction  which  comes  from  work  that  the 

world  needs 

[8] 


b Disadvantages 

(1)  Seasonal 

(2)  Arduous 

(3)  Long  hours 

(4)  Lonely 

2 Scientific  farming 

State  schools  of  agriculture,  State  College  of  Agriculture,  experi- 
ment stations,  Department  of  Farms  and  Markets,  United  States 
Department  of  Agriculture  (Bureaus  of  plant  industry,  ento- 
mology, weather,  soils  etc.) 

3 Conditions  on  the  farm 

a Household  conveniences 
b Labor-saving  devices 
c Improved  machinery 

d Connection  with  outside  world.  Telephones,  rural  free 
delivery,  trolleys,  the  automobile,  good  roads 
e The  country  school  and  the  rural  teacher 
f The  grange  and  farm  bureau 

4 Labor  supply;  reasons  for 

a Scarcity 
b Poor  quality 
c Floating  supply 

5 Farm  marketing : the  farmer  and  the 

a Middleman 
b Railroads 

“ The  country  feeds  and  clothes  the  world  ” 

“ The  world  needs  what  the  farm  can  give.” 

D Individual  responsibility  and  opportunity  for  cooperation 

Urban 

1 To  be  informed  concerning  the  labor  law,  and  to  obey  it: 

to  insist  upon  others  obeying  it,  too 

2 To  try  to  better  conditions 

3 To  engage  in  some  form  of  productive  work 

4 To  produce  a surplus,  the  most  that  one  can 

Rural 

1 To  be  informed  concerning  what  the  government  is  doing 

for  the  farmer  and  to  take  advantage  of  its  service 

2 To  increase  production  in  our  foodstuffs 

3 To  improve  methods  of  production 

4 To  improve  methods  of  buying  and  selling 

5 To  try  to  improve  rural  life 

[9] 


E Suggested  activities  for  junior  citizens 

1 Debate  the  question,  “ Resolved,  That  no  child  under  16 

should  be  employed  in  any  factory  ” 

2 There  were  eleven  thousand  strikes  during  1916,  1917  and 

1918.  On  whom  did  this  loss  fall? 

3 Debate  the  relative  advantages  of  city  and  country  life 

4 A study  of  some  local  industries 

III  Choice  of  a Vocation 

The  teacher  should  constantly  stress  the  need  for  a good  general 
education  as  a basis  for  success  in  any  vocation  and  also  for  happi- 
ness in  later  life. 

A Importance 

1 To  the  individual 

Choosing  one’s  vocation  the  most  important  choice  in 
life  upon  which  his  future  usefulness  and  happiness 
depend 

2 To  the  community 

Intelligent  choice  of  a vocation  and  preparation  for  it 
by  the  young  will  largely 
a Eliminate  unemployment  and  its  problems 
b Eliminate  pauperism  and  old-age  dependence 
c Contribute  to  the  wealth  of  the  community 
d Make  contented  and  law-abiding  citizens 
B Problems  of  the  community  and  attempts  to  solve  them 

1 How  to  guide  young  people  in  the  choice  of  a life  work 

a Vocational  guidance 
b Parents 
c Teachers 
d Public  lectures 
e Junior  chamber  of  commerce 

2 How  to  provide  opportunities  for  education 

a General  education 
The  public  schools 
b Vocational  training 
Technical  courses 
Continuation  schools 
Shop  schools 
Night  schools 
Trade  schools 
Agricultural  schools 
Scholarships 


[10] 


3 How  to  develop  qualities  of  character  on  which  success 

depends 

a Dependableness 
b Perseverance 
c Initiative  etc. 

4 How  to  choose  a vocation  wisely.  Considerations  that 

should  guide 
a Usefulness 
b Permanence 

c Plealthfulness,  outdoor  or  indoor 

6 How  to  determine  personal  fitness  of  pupil  for  a given 

vocation 

a Autobiography  of  pupil 

(1)  Ancestry 

(2)  Health 

(3)  Early  traits  and  tendencies 
b School  records 

(1)  Studies  showing  best  record 

(2)  Studies  best  liked 
c Record  outside  of  school 

(1)  Use  of  outside  time 

(2)  Industry 

(3)  Thrift 

(4)  Money  earned  and  use  made  of  it 

(5)  Preferences 

7 How  to  estimate  opportunities  offered 

a Home  ties 

b Influence  of  family  or  friends 

c Time  and  money  available  for  education  and  training 
d Money  for  investment 

C Individual  responsibility  and  opportunities  for  service 

1 To  produce  something  of  value  to  the  community;  not  to 

be  a parasite  or  engage  in  a vocation  that  injures  others 

2 To  be  loyal  to  employer ; to  be  fair  to  employee 

3 To  help  better  conditions  of  all  workers 

4 To  earn  honestly  what  you  receive ; to  spend  less 

5 To  make  yourself  worth  more  and  thus  earn  advancement 

6 To  find  opportunities  for  service  to  the  community  in  your 

work 

D Suggested  activities  for  junior  citizens 

1 Study  the  biography  of  some  man  or  woman  who  has  been 
truly  successful  and  then  list  the  things  that  you  think 
contributed  to  his  or  her  success  and  happiness 

[ii] 


2 What  are  the  requirements  in  this  State  for  entering  the 

following  vocations:  law,  medicine,  teaching,  dentistry, 
pharmacy,  nursing?  Why  are  certain  requirements  set 
by  law  for  these  vocations  and  not  for  most  others? 

3 Make  a list  of  so-called  “ blind-alley  ” jobs.  Why  are  they 

undesirable  ? 

4 Make  a list  of  desirable  vocations. 

5 List  all  the  advantages  you  can  of  a high  school  education; 

of  a college  education 

IV  Objects  of  Government 

A Definition:  Government  is  the  agency  set  up  by  the  citizens 
to  carry  out  the  objects  for  which  they  group  themselves 
together,  and  to  it  is  given  power  of  enforcing  obedience  to 
the  will  of  the  community 
B The  objects  of  government 

1 To  safeguard  our  liberty 

2 To  preserve  law  and  order 

3 To  administer  justice 

4 To  do  many  other  things  for  us  which  we  either  can  not  do 

at  all  for  ourselves,  or  can  not  do  effectively 
a Education 
b Care  of  our  health 
c Building  of  roads 
d Cleaning  of  streets 
e Disposal  of  waste 
f What  else? 

C Units  of  government 

1 Town,  village,  city 

2 County 

3 State 

4 Nation 

D Responsibility  and  opportunities  for  service 

1 For  the  adult  citizen 

a To  study  candidates  and  platforms  before  the  election 
and  to  vote  intelligently 

b To  evince  interest  in  the  government  on  other  days 
in  the  year  besides  • election  day  and  the  day  the 
taxes  are  due 

2 For  the  junior  citizen 

a To  study  faithfully  and  prepare  for  his  duties  as  an 
adult  citizen 


[12] 


b To  ask  intelligent  questions  and  help  to  arouse  inter- 
est in  public  problems  which  the  community  must 
solve 

c What  else? 

E Suggested  activities  for  junior  citizens 

1 Make  a list  of  twenty  services  rendered  you  or  your  family 

by  some  unit  of  government  and  tell  in  each  case  by 
which  unit  it  is  rendered  and  what  your  individual  re- 
sponsibility is  in  return  for  the  service.  Star  any  which 
might  be  performed  by  private  enterprise 

2 Find  out  the  birthday  for  your  city  (village  or  town), 

county  and  State.  Plan  a school  program  appropriate 
for  the  celebration  of  each  of  these  birthdays,  collect 
your  material  for  the  program,  file,  and  on  the  anniver- 
sary day,  use  it  in  a school  assembly 
Take  four  envelops,  write  on  one  “ City,”  (or  “ Village  ” 
or  “ Town  ”)  on  the  next  “ County,”  on  the  next  “ State  ” 
and  on  the  last  one  “ Nation.”  Watch  the  newspapers 
for  news  of  services  rendered  by  each  of  these  units, 
and  when  you  have  three  clippings  in  each  envelop  bring 
to  school  for  the  class  files 

3 Watch  the  newspapers  for  news  of  local  by-laws  or 

ordinances,  state  laws  and  federal  laws.  When  you 
have  one  clipping  about  each,  mount  neatly  with  appro- 
priate caption  and  post  on  the  bulletin  board 

4 Visit  the  town,  village  or  city  hall  and  watch  your  local 

board  at  work 

a Count  the  number  present.  How  many  absentees? 
b List  important  matters  discussed  and  action  taken  in 
each  case 

c Note  names  of  one  or  two  of  the  men  who  seem  es- 
pecially active  in  meeting 

d Watch  the  newspapers  for  the  account  of  the  meeting 
and  clip  for  your  civics  files 

5 A class  discussion  of  what  types  of  social  service  or  welfare 

work  should  be  performed  by  the  government,  and  what 
types  should  be  left  to  private  organizations 

6 A debate  as  to  the  advisability  of  substituting  for  public 

charity,  minimum  wage  laws,  sickness,  disability  and 
unemployment  insurance,  mothers’  pensions,  etc. 


[13] 


V Services  of  Different  Units  of  Government 

A Our  local  government : town,  village  or  city 

1 Services  and  responsible  officials 

Note . This  will  be  a cross  section  review  and  summary.  Only  im- 
portant services  should  be  taught,  not  salaries  or  length  of  term. 

2 General  plan  of  the  local  government 

a Powers  of  self-government  conferred  upon  it  by 

( 1 ) State  law 

(2)  Special  charter 

b Principal  kinds  of  services  performed  for  us  by  our 
local  units 


Law-making 


Law-enforcing 


Law-interpreting  and 
applying 


Town  Village  City 

Regulations  made  by  Ordinances  made  by  Ordinances  passed  by 
the  voters  assem-  the  board  of  trus-  board  of  aldermen 
bled  in  town  meet-  tees 
ing 

Supervisor,  who  also  Village  . president,  Mayor,  who  has  power  to 
acts  as  president  of  who  is  also  presi-  sign  or  veto  city  ordi- 

town  board  dent  of  the  board  nances,  appoint  many 

of  trustees  officials,  and  is  respon- 

sible for  the  adminis- 
tration of  the  city’s 
affairs 

Justice  of  the  peace.  Police  justice  Judges  of  municipal  courts 


3 Commission  form  of  government;  city  manager  plan 

4 Suggestions  for  improvement  in  the  form  of  government 

in  your  local  unit 

B Our  local  government,  continued:  the  county 

1 Services  performed  for  us  by  the  county.  Review  and 

summary.  Also : 

a Secures  titles  to  real  estate  by  keeping  records  of  deeds 
and  mortgages 
County  clerk 

b Sees  that  property  of  deceased  persons  is  distributed 
according  to  law 
Surrogate 

c Investigates  sudden  deaths  and  deaths  by  accident 
Coroner 

d Arrests  and  tries  violators  of  the  state  law 
Sheriff 

County  judges 
District  attorney 

e Collects  the  county  and  state  taxes  and  distributes  state 
school  funds  to  the  towns 
County  treasurer 

2 General  plan  of  county  government 

a Powers  of  self-government  conferred  upon  it  by  state 
law 


[14] 


b Kinds  of  services  and  officials  responsible  for  each 
Executive  official : sheriff 

Legislative  body : board  of  supervisors,  an  example 
of  representative  government 
Judges:  county  judges  and  surrogates 

C The  State 

1 The  importance  of  the  state  government.  Its  sovereign 

powers 

a Power  over  life  and  death  of  its  citizens ; for  example, 
capital  punishment,  ordering  out  the  state  militia 
b Power  over  our  property;  for  example,  right  of  emi- 
nent domain 

2 Services  and  responsible  officials 

A review  and  summary 

3 General  plan  of  the  state  government 

a Legislative  department 

(1)  May  pass  laws  on  all  subjects  of  interest  to  the 

State  not  forbidden  by 

(a)  The  United  States  constitution 

( b ) The  New  York  State  constitution 

(2)  Two  houses 

(a)  Senate:  the  upper  house,  fifty-one  mem- 

bers, elected  every  second  year 

(b)  Assembly:  the  lower  house,  one  hundred 

fifty  members,  elected  every  year 
b Executive  department 

(1)  Governor 

(a)  Executive  powers 

See  that  the  laws  of  the  State  are  carried 
out 

May  order  out  the  militia  if  necessary 

(b)  Legislative  powers 

Signs  or  vetoes  bills 

May  call  a special  session  of  the  State 
Legislature 

Sends  messages  to  the  State  Legislature 
asking  it  to  give  special  attention  to 
certain  matters 

(c)  Judicial  powers 

May  reprieve,  pardon  and  commute  sen- 
tences 

(2)  Lieutenant  Governor 

(a)  Presides  over  the  Senate 

[15] 


(b)  Votes  in  the  Senate  if  there  is  a tie 
(r)  Takes  the  Governor’s  place  if  he  can  not 
serve 

(3)  Secretary  of  State 

(a)  Has  charge  of  the  state  records 

( b ) Keeps  the  great  seal  of  the  State 

(c)  Supervises  the  printing  of  the  state  laws 

(4)  Comptroller 

Manages  the  financial  affairs  of  the  State 

(5)  Treasurer 

Receives  the  state  money  and  pays  it  out  as 
ordered  by  the  Comptroller 

(6)  Attorney  General 

(a)  Represents  the  State  in  all  important  cases 

in  the  courts 

( b ) Gives  legal  advice  to  the  officials  of  the 

State 

(7)  State  Engineer  and  Surveyor 

(a)  Surveys  and  maps  out  the  public  lands  of 

the  State 

( b ) Superintends  the  construction  of  state 

canals 

(8)  Important  departments  and  boards 
c Judicial  Department 

Judges  of  the  various  courts,  of  which  the  highest  are 
those  trying  the  most  important  cases,  namely 

(1)  Supreme  Court  of  the  State  of  New  York 

(2)  Court  of  Appeals 
D The  Nation 

' 1 The  importance  of  our  federal  government;  some  of  the 
many  services  it  renders  us.  See  Preamble  of  the 
United  States  constitution,  and  article  1,  section  8 
a Foreign  relations,  war,  peace,  treaties 
b Commerce,  foreign  and  interstate 
c Disputes  between  states,  between  citizens  of  different 
states,  between  one  state  and  the  citizens  of  another 
state 

d Currency 

e Copyrights  and  patents 
f Post  office  and  post  roads 
g Protection  of  citizens  at  home  and  abroad 
2 The  birth  of  the  nation.  Correlate  with  history 
a The  critical  period  of  our  history 

[16] 


b The  weakness  of  the  Articles  of  Confederation 
c The  Constitutional  Convention:  Historic  compromises 
d Our  constitution:  A wonderful  achievement 

“ The  most  wonderful  work  ever  struck  off  at  a given 
time  by  the  brain  and  purpose  of  man.”  Gladstone. 
Is  this  strictly  true? 

3 The  plan  of  our  Federal  Government 

a Legislative  department  (United  States  constitution 
article  1,  section  8.  Notice  paragraph  18,  the 
so-called  “ elastic  clause  ”)  : 

(1)  Senate 

(a)  Members  elected  for  six  years.  In  New 

York  State  1920,  1922,  1926,  1928  etc. 

( b ) Special  powers 

Trying  impeachments 

Confirming  presidential  appointments 

Treaties 

(2)  House  of  Representatives 

(a)  Members  elected  every  two  years:  1920, 

1922,  1924  etc. 

( b ) Special  powers 

Bringing  impeachments 
Introducing  all  appropriation  bills 
Electing  the  president,  if  the  regular 
method  fails 

(c)  Speaker,  elected  by  the  members 

( d ) The  committee  system 
b Executive  department 

(1)  President 

(a)  Elected  every  four  years:  1920,  1924,  1928 

etc. 

(b)  Executive  powers 

Sees  that  the  laws  of  the  Nation  are 
obeyed 

Is  commander  in  chief  of  the  army  and 
navy 

Appoints  many  officials  subject  to  the 
approval  of  the  Senate 
Represents  our  Nation  with  other  coun- 
tries 

(c)  Legislative  powers 

Signs  or  vetoes  bills  passed  by  Congress 

[17] 


Sends  messages  to  Congress  making 
recommendations 

May  call  a special  session  of  Congress 
Makes  treaties  with  the  advice  and  con- 
sent of  the  Senate 
( d ) Judicial  powers 

May  grant  reprieves  and  pardons  to 
persons  convicted  of  crimes  against 
federal  laws 

(2)  Vice  President 

(a)  Elected  the  same  year  as  the  President 

(b)  Powers 

Presides  over  the  Senate 
Votes  in  case  of  a tie 
Takes  place  of  the  President  if  the  Presi- 
dent is  unable  to  serve 

(3)  The  Cabinet:  appointed  by  the  President. 

Advises  the  President  and  administers 
federal  departments 

(a)  Secretary  of  State:  has  charge  of  foreign 

affairs 

( b ) Secretary  of  Treasury:  has  charge  of  our 

national  funds 

( c ) Secretary  of  War:  has  charge  of  our  army 

( d ) Attorney  General:  our  national  lawyer 

( e ) Postmaster  General:  has  charge  of  our 

mails 

(/)  Secretary  of  Navy : has  charge  of  our  navy 

( g ) Secretary  of  Interior:  has  charge  of  a great 

variety  of  domestic  matters,  including 
education,  Indian  affairs,  etc. 

( h ) Secretary  of  Agriculture:  has  charge  of  the 

farming  interests 

( i ) Secretary  of  Commerce:  attends  to  the 

interests  of  our  commerce 
(/)  Secretary  of  Labor:  attends  to  conditions 
in  industry 

c Judicial  department:  many  different  federal  courts, 
the  most  important  of  which  is  the  Supreme 
Court  of  nine  members.  The  federal  courts 
try 


[18] 


(1)  Cases  arising  in  the  enforcement  of  the  laws  of 

Congress,  of  the  United  States  constitution, 
of  treaties 

(2)  Cases  involving  disputes  between  states,  be- 

tween citizens  of  different  states,  between  one 
state  and  citizens  of  another  state 

(3)  Cases  affecting  ambassadors,  crimes  committed 

on  the  high  seas,  cases  involving  disputes  be- 
tween citizens  of  a state  and  a foreign  nation 
E Suggested  activities  for  junior  citizens 

1 Resolved,  That  the  Federal  Government  is  nothing  more 

than  the  American  department  of  foreign  affairs  (Thomas 
Jefferson).  Debate  this  question 

2 “ In  the  partitionment  of  governmental  functions  between 

nation  and  state  the  state  gets  the  most  but  the  nation 
the  highest.,,  (James  Bryce.)  Illustrate  with  three 
concrete  facts 

3 Compare  the  English  cabinet  with  that  of  the  United 

States  as  to 
a Number  of  members 
b Tenure  of  office 
c Powers 

d Responsiveness  to  public  opinion 

4 Read  “ Makers  of  the  Flag”  by  Franklin  K.  Lane;  Green- 

law, “ Builders  of  Democracy,”  Scott,  Foresman  & Co., 
1918,  and  list  ten  ways  in  which  boys  and  girls  can  help 
make  the  flag 

5 Read  “Builders  of  Democracy,”  chapter  11,  and  make  a 

list  of  the  immemorial  rights  of  Englishmen  for  which 
our  fathers  fought  in  the  American  Revolution  and 
which  we  hold  dear  as  American  ideals  today 

VI  Direct  and  Indirect  Action  of  Citizens 

A Election  machinery 

1 Party  management 

2 Primaries 

3 Other  methods  of  nominating ; for  example,  by  petition 

4 Voting 

5 Who  may  vote  in  this  State  ? 

B Attempts  to  strengthen  the  citizen  control  of  the  government 
and  to  prevent  abuses 

1 Impeachment 

2 Short  ballot 


[19] 


3 Civil  service  reform 

4 Initiative,  referendum,  recall 

5 Publicity  (election  contributions,  etc.) 

C Individual  responsibility  and  opportunities  for  service 
Cf.  Objects  of  Government 
D Suggested  activities  for  junior  citizens 

1 Start  a collection  of  sample  ballots.  Ask  your  local  board 

of  elections  to  give  you  two  or  three  different  kinds, 
such  as  primary  ballots  of  the  different  parties,  a sample 
of  the  ballot  voted  the  year  of  a state  election,  a sample 
of  the  ballot  voted  the  year  of  a presidential  election. 
Write  to  friends  in  other  cities  asking  them  for  samples 
of  their  local  ballots.  The  class  may  be  able  to  collect 
a number  that  will  be  very  different  from  those  used  in 
your  community. 

2 Organize  a club  and  elect  your  officers  with  the  same  elec- 

tion machinery  that  your  community  uses  — primaries, 
registration  of  voters,  etc. 

3 Draw  up  a constitution  for  your  club  with  provisions  for 

initiative,  referendum  and  recall.  ( See  Model  home  rule 
charter  of  the  National  Municipal  League) 

4 Debate:  Resolved , That  direct  primaries  are  a failure  in 

New  York  State 

5 Dramatize  a nominating  convention  for  one  of  your  school 

assemblies 

6 “If  your  party  is  wrong,  make  it  better ; that’s  the  business 

of  the  true  partisan  and  citizen.”  (William  McKinley) 
Interview  someone  in  your  town  who  is  interested  in 
politics  and  get  his  opinion  as  to  this  statement.  Is  it 
true?  Is  it  practical?  How  can  it  be  done ? 

7 Write  a letter  to  a boy  in  England  describing  carefully 

every  step  in  the  whole  process  of  nominating  and  elect- 
ing a candidate  for  office  in  your  town,  village  or  city, 
from  the  initial  designating  certificate  to  the  actual  in- 
stallation of  the  official.  Ask  him  to  reply  telling  you 
how  similar  officials  are  elected  in  England 

8 It  will  be  most  interesting  if  you  study  election  machinery 

in  the  fall  or  in  the  spring,  when  your  town  is  affording 
you  an  object  lesson  in  the  nomination  and  election  of 
officials.  Get  a copy  of  the  state  election  law  and  note  the 
calendar  of  elections.  As  the  different  days  come  along 
follow  events  in  the  daily  newspapers  and  talk  them  over 
with  your  older  friends  and  with  one  another. 

[20] 


9  Challenge  each  opinion  presented  to  you,  ask  questions 
about  every  step  you  do  not  understand,  and  look  up  the 
meaning  of  every  term  you  do  not  know.  Investigate 
every  statement  that  puzzles  you.  You  will  be  giving 
yourself  a training  and  establishing  habits  that  will  be 
of  great  service  to  you  and  to  your  fellow  citizens 
later  on 

10  Discuss  the  value  of  a law  that  would  take  away  a citizen's 

right  to  vote  for  continuous  neglect  to  make  use  of  his 
voting  power 

11  Discuss  the  necessity  for  an  educational  qualification  for 

voting 

12  Discuss  the  ultimate  effect  upon  the  negro  as  training  for 

democratic  citizenship  in  the  way  the  South  enforces  its 
election  laws  with  respect  to  its  white  and  colored  citizens 

13  Discuss  the  value  of  independent  voting,  as  opposed  to  party 

voting 

VII  What  Government  Costs  and  How  the  Money  is  Spent 
A Objects  of  expenditure 

1 Education 

2 Protection 

3 Public  works 

4 Care  of  unfortunates 

5 Pay  of  public  servants 

6 Any  other  legitimate  objects 

B The  budget  as  a means  to  good  government 

1 What  a budget  is : all  the  objects  of  government  represented 

a Expenditures 
b Receipts 
c Taxes 

d Other  revenue 
e Loans 

2 Local  and  state  budgets 

a How  they  are  made  up 

b The  most  important  items  in  the  budgets  for  the 
previous  year 

3 National  finances 

a Our  former  system  of  making  appropriations  in  Con- 
gress 

b The  value  of  a national  budget 

4 Difficulties  in  the  way  of  making  a good  budget  and  keeping 

down  expenses 


[21] 


5 Results  of  careless  bookkeeping  and  business  management 
a Graft 
b Bribery 
c Waste 
d Extravagance 
e Bossism 
f Inefficient  service 
g Party  above  public  service 
C Individual  responsibility  and  opportunities  for  service 
Duty  to  watch  expenditures 

“ Eternal  vigilance  is  the  price  of  liberty.”  (Patrick  Henry) 
D Suggested  activities  for  junior  citizens 

1 For  what  object  does  your  town,  village  or  city  spend  the 

greatest  part  of  its  revenue?  Compare  this  amount 
with  what  it  spends  for  schools.  Compare  the  amount 
spent  on  schools  with  the  amounts  spent  for  health, 
prisons,  care  of  the  poor.  Get  your  information  from 
the  town’s,  village’s  or  city’s  annual  report  or  year 
book.  Draw  a graph  showing  the  facts  you  have  dis- 
covered and  post  on  the  bulletin  board,  or  ask  per- 
mission to  post  it  in  the  town  library 

2 If  possible  attend  a budget  hearing  of  your  town,  village  or 

city 

3 Dramatize  a budget  hearing.  Let  selected  pupils  represent 

the  local  board  which  votes  the  budget,  others  represent 
taxpayers  arguing  for  or  against  certain  items  in  the 
budget.  The  members  of  the  board  which  passes  the 
annual  budget  may  quiz  the  speakers  and  try  to  refute 
their  statements 

4 Show  what  percentage  of  the  taxpayer’s  dollar  in  city,  State 

and  Nation  last  year  went  for  each  of  the  objects  listed  in 
A above 

VIII  Where  the  Money  Comes  From 

A Sources  of  revenue 

1 Local 

a Property,  real  and  personal 
b Licenses 

c Fees,  fines,  assessments  etc. 

2 State 

a Property,  real  and  personal 
b Licenses 
c Incomes 


[22] 


d Inheritances 
e Corporation 
f Mortgages 
g Stock  transfers 
h Automobiles 
3 Nation 
a Tariff 
b Excises 
c Incomes 

B How  property  is  assessed 
C How  taxes  are  collected 

D Individual  responsibility  and  opportunities  for  service 

1 Prompt  and  cheerful  payment  of  taxes 

2 Scrupulous  honesty  and  complete  candor  in  regard  to  the 

value  of  the  personal  property  one  owns 

3 Effort  not  to  waste  the  public  money  by  carelessness  with 

public  property 

E Suggested  activities  for  the  junior  citizen 

1 Find  out  how  much  money  your  local  units  of  government 

raised  by  taxation  last  year,  how  much  of  this  went  to 
the  county  and  how  much  to  the  State.  Show  these  facts 
in  a line  graph  large  enough  for  the  class  bulletin  board 

2 Debate:  Resolved,  That  the  United  States  should  adopt 

a policy  of  free  trade 

3 Make  a chart  showing  the  sources  of  revenue  of  your 

local  unit  of  government  by  mounting  pictures  to  repre- 
sent these  different  sources;  for  example,  a picture  of  a 
house,  a stock  certificate  (a  form  from  one  of  the  sets  of 
business  papers  which  accompany  many  of  the  bookkeep- 
ing texts  will  do),  a piece  of  paper  money,  a copy  or  can- 
celed original  of  any  form  of  license  procured  from 
your  local  government,  etc.  Any  source  of  revenue 
which  you  can  not  show  by  a picture  or  by  an  object  you 
may  represent  by  a small  slip  of  paper  with  the  appro- 
priate word  printed  thereon,  until  such  time  as  you  can 
substitute  something  better 

4 Find  out  the  tax  rate  of  your  local  unit  of  government 

for  the  last  ten  years  and  make  a curve  graph  to  repre- 
sent the  data  you  have  secured.  Underneath  write  out 
an  explanation  of  the  increase  or  decrease  in  the  rate. 
Get  your  facts  by  studying  the  budgets  and  by  question- 
ing your  older  friends.  Post  on  the  class  bulletin  board 

[23] 


5 “ Each  citizen  contributes  to  the  revenues  of  the  state  a 

portion  of  his  property  in  order  that  his  tenure  of  the 
rest  may  be  secure/’  A writer  of  the  eighteenth  century 
said  this  in  trying  to  define  taxation.  Write  a list  of  serv- 
ices rendered  by  your  local  government  which  are  paid 
for  out  of  the  public  treasury  to  illustrate  how  inadequate 
this  definition  is  today 

6 Debate:  Resolved,  That  taxpayers  only  should  have  the 

right  to  vote 

7 Discussion  whether  every  citizen  should  not  pay  something 

to  the  support  of  government  and  how  this  might  be 
achieved 

8 Discussion  of  how  the  consumer  indirectly  pays  many  forms 

of  taxation 

IX  Citizenship:  its  Privileges  and  Responsibilities 

“ The  duties  of  citizenship  are  always  equal  to  its  rights.  If  I can  hold  a 
man  to  his  contracts,  I ought  (I  owe  it)  to  pay  my  debts;  if  I may  worship  as 
I please,  I ought  to  refrain  from  persecuting  another  on  account  of  his  religion; 
if  my  own  property  is  held  sacred,  I ought  to  regard  the  property  of  another 
man  as  sacred ; if  the  government  deals  fairly  with  me  and  does  not  oppress  me, 
I ought  to  deal  fairly  with  it  and  refuse  to  cheat  it;  if  I am  allowed  freedom 
of  speech,  I ought  not  to  abuse  the  privilege;  if  I have  a right  to  be  tried  by 
jury,  I ought  to  respond  when  I am  summoned  to  serve  as  a juror;  if  I have  a 
right  to  my  good  name  and  reputation,  I ought  not  to  slander  my  neighbor;  if 
the  government  shields  me  from  injury,  I ought  to  be  ready  to  take  up  arms  in 
its  defense.” 

A Who  are  citizens  ( U . S.  Constitution,  art.  XIV,  sec.  1) 

1 Citizens  by  birth.  Those  born  in  the  United  States  or  born 

abroad  of  American  parents 

2 Citizens  by  choice 

a Those  who  have  been  naturalized  or  whose  fathers  have 
been  naturalized  before  the  children  were  21 
b Alien  women  who  have  married  citizens 
B How  aliens  may  become  citizens 

1 Declaration  of  intention  (first  papers) 

2 Petition  for  naturalization 

3 Examination  of  qualifications;  witnesses 

4 Oath  of  allegiance 

5 Certificate  of  naturalization  (second  papers) 

C Training  for  citizenship 

1 Importance  of  the  American  home 

[24] 


a Training  of  children  in  the  home  in  the  democratic  vir- 
tues: respect  for  authority,  voluntary  obedience  to 
parents,  teachers  and  the  law,  respect  for  others, 
honesty,  thrift,  self-control,  cooperation,  responsi- 
bility to  obligations 

b Obligation  of  right  marriage  that  the  children  of  the 
Nation  may  have  intelligent  parents  and  a happy, 
healthful  environment  in  which  to  live;  marriage 
regulation,  mothers’  pensions 

2 Importance  of  the  public  school  in  civic  training 

a Universal  education,  a developing  American  ideal 

(1)  Free  high  schools,  a growth  since  the  Civil  War; 

their  necessity 

(2)  Free  universities,  how  far  realized  (a)  In  the 

newer  states  ( b ) in  New  York.  University 
scholarships,  Cornell  scholarships,  state  col- 
leges of  agriculture,  forestry,  teaching,  home 
economics.  An  ideal  for  the  future 

(3)  Compulsory  school  attendance;  reasons  for  it; 

first  opposed  as  undemocratic;  present  re- 
quirements ; now  extended  to  continuation 
schools 

(4)  Evening  schools  for  foreigners;  reasons  for 

them;  present-day  Americanization  work 
b Educational  ideal  for  the  public  school  systems  of  a 
democracy 

(1)  A sound  body  as  the  basis  of  a sound  mind  and 

to  perpetuate  a strong  and  healthy  race 

(2)  A well-rounded  general  education  for  the  devel- 

opment of  a broad-minded  intelligence  and 
morality  in  our  citizens 

(3)  A knowledge  of  our  Government:  functions, 

administration,  problems  to  be  solved,  privi- 
leges and  obligations  of  American  citizenship ; 
development  of  an  active  civic  consciousness 

(4)  A clear  teaching  of  national  American  ideals 

3 Importance  of  organizations  of  junior  citizens 

a Boy  Scouts,  Girl  Scouts,  Camp  Fire  Girls,  Junior  Red 
Cross 

Purposes  and  influence  of  these  organizations  in  train- 
ing citizens 

b Athletic  and  debating  clubs 
[25] 


c Junior  chambers  of  commerce,  good  government  clubs, 
student  organizations 

4  Importance  of  community  cooperation  to  build  up  democracy 
a Public-spirited  citizens.  The  fight  is  on  for  democracy 
within  as  well  as  without,  in  every  community  as  well 
as  at  the  seat  of  government 
b Enlightened  public  opinion ; the  obligation  to  speak  for 
democracy,  to  counteract  disloyalty,  to  read  papers, 
magazines  and  books  in  order  to  be  well-informed 
citizens 

c Proper  patriotism 

(1)  The  abandonment  of  extreme  individualism  and 

the  cultivation  of  a strong  community  spirit 

(2)  False  ideas  of  patriotism;  race  hatred,  religious 

hatred,  class  hatred,  national  jealousy,  the 
feeling  that  the  individual  code  of  honor  does 
not  apply  to  the  State 

(3)  Loyalty  to  one’s  country  is  as  essential  as  loy- 

alty to  one’s  parents 
D Advantages  of  citizenship 

1 Right  to  vote  after  reaching  the  age  of  21 

2 Right  to  hold  office  after  reaching  the  age  of  21 

3 Right  to  government  employment;  civil  service 

4 Right  of  personal  security.  Protection  of  life  and  health 

from 

a Burglars,  criminals,  the  insane 
b Disease,  by  pure  food  laws,  etc. 
c Dangerous  machinery,  elevators,  mines  etc. 
d Fire,  explosions  etc. 

e Railroads,  trolleys,  speeding  automobiles,  etc. 

5 Right  of  personal  liberty 

a Right  to  do  certain  things 

(1)  Freedom  of  speech  and  the  press 

(2)  Freedom  of  worship 

(3)  Petition  the  Government  to  remedy  wrongs 
b Right  to  protection  of  courts 

(1)  Against  false  arrest 

(2)  Fair,  speedy  and  public  trial 

(3)  Trial  by  jury 

6 Right  of  private  property 

a Can  not  be  taken  by  Government  from  one  person  and 
given  to  another 

[26] 


b Can  not  be  taken  by  Government  without  just  com- 
pensation 

c Can  not  be  taken  by  Government  without  “ due  process 
of  law  ” 

d Use  of  property  can  not  be  restricted  so  as  to  destroy 
or  seriously  reduce  its  value 

7 Rights  of  property  in  labor 

a Workingman’s  ability  to  labor  is  his  peculiar  property 
b Right  of  workingman  to  sell  his  labor  in  the  highest 
market 

c Right  to  form  labor  organizations 

8 Citizens  of  the  greatest  republic  in  the  world 
E 'Responsibilities  of  American  citizenship 

1 Obey  and  respect  the  laws 

2 Be  informed  concerning  American  problems  and  American 

ways  of  solving  these  problems 

3 Serve  on  a jury 

4 Enter  actively  into  political  life,  vote  intelligently  and 

be  ready  to  take  part  by  holding  office 

5 Take  an  active  part  in  community  effort  to  better  conditions 

6 Support  the  constitution  by  word  and  deed 

7 Fight  for  the  flag 

F Responsibilities  of  junior  citizens 

1 Use  to  their  best  abilities  the  opportunities  offered  by  the 

school 

2 Work  with  their  hands  and  their  brains 

3 Live  clean  lives 

4 Love  liberty 

5 Strive  to  elevate  public  opinion 

6 Honor  the  United  States  above  all  nations 

7 Serve  their  country  every  day 

G Suggested  activities  for  junior  citizens 

1 Tabulate  five  reasons  why  you  are  glad  you  are  an  American 

citizen. 

Print  neatly,  decorate  with  an  appropriate  design  in  red, 
white  and  blue  and  hang  in  your  bedroom  where  you  can 
see  them  often. 

2 Study  the  life  of  one  of  the  following:  Carl  Schurz,  Jacob 

A.  Riis,  Edward  A.  Steiner,  Professor  Pupin,  Carl  Stein- 
metz,  Otto  Kahn.  Give  a 4-minute  talk  in  class  on  “A 
Citizen  by  Choice.”  This  phrase  was  used  by  George 
Washington  to  distinguish  our  citizens  who  cast  their  lot 

[27] 


with  us  of  their  own  accord  from  “ our  citizens  by 
birth.”  Make  your  talk  as  inspirational  as  possible. 

3 “ American  Women  in  Civic  Work,”  by  Helen  Christine 

Bennett,  contains  biographies  of  women  who  have  built 
their  lives  into  the  city  wall.  Read  the  book  and  charac- 
terize each  of  these  women  in  one  sentence  that  will  tell 
the  service  she  rendered  her  community. 

4 Hunt  for  brief  quotations  of  both  prose  and  poetry  express- 

ing ideals  of  citizenship.  Write  each  quotation  on  a 
library  card  3 by  5 inches  or  on  a slip  of  paper  of  those 
dimensions,  and  file  in  school.  Write  one  of  these  quo- 
tations on  the  blackboard  each  week. 

5 Find  someone  in  your  town  who  is  a naturalized  citizen. 

Ask  him  to  please  tell  you  why  he  took  out  his  papers. 
Ask  him  to  tell  you  what  he  had  to  do  to  get  them.  Note 
carefully  and  report  to  the  class.  Verify  his  statements 
as  to  how  he  became  naturalized  by  asking  someone  else 
the  same  question  or  by  checking  it  up  at  the  library  from 
a civics  book. 

6 If  there  is  a court  nearby  where  naturalization  proceedings 

are  conducted,  arrange  for  a committee  of  the  class  to 
visit  it.  If  this  is  not  possible,  let  the  teacher  attend  the 
naturalization  hearing  and  then  help  the  class  to  drama- 
tize a scene  in  a naturalization  court. 

7 Debate  the  question,  Resolved,  That  all  newspapers  pub- 

lished in  this  country  should  be  printed  in  English.  Try 
to  get  the  opinions  of  social  workers,  of  clergymen,  teach- 
ers, librarians,  foreigners  and  naturalized  citizens. 

8 It  would  be  a fine  kind  of  applied  civics  if  you  could  under- 

take yourself  to  teach  English  to  some  one  of  the  foreign- 
ers in  your  town ; for  example,  teach  the  hired  man  to  read 
and  write,  giving  him  30  or  40  minutes  every  evening  be- 
fore you  begin  to  study  your  next  day’s  lessons.  Ex- 
change languages  with  him;  half  of  the  time  you  teach 
him  English  and  the  rest  of  the  time  let  him  teach  you  his 
language.  He  will  then  feel  that  he  is  giving  value  for 
what  he  gets,  and  will  enjoy  your  lessons  all  the  more. 

9  Read  the  story  called  “ The  Citizen  ” in  Laselle,  Short 
Stories  of  the  New  America  (Henry  Holt  & Co.).  List 
some  of  the  contributions  the  dreamers  of  the  Old  World 
have  brought  to  America. 

10  Tell  why  each  of  the  following  is  an  undesirable  citizen: 
a The  man  who  does  not  vote 

[28] 


b The  man  who  sells  his  vote 
c The  citizen  who  violates  quarantine 
d The  tax  dodger 

e The  boy  who  unnecessarily  drops  out  of  school 
f The  girl  who  wastes  paper  in  the  classroom 
11  Tell  why  you  would  class  each  of  the  following  as  a good 
citizen : 

a George  Washington 
b Abraham  Lincoln 
c Ulysses  Grant 
d Horace  Mann 
e Clara  Barton 
f Thomas  Edison 


9 

h 

« 

/ 


> Fill  in  the  names  of  four  local  good  citizens 


12  What  do  we  mean  by  world  citizenship?  Discuss  Roose- 
velt’s statement  that  only  the  man  who  is  a good  citizen 
of  his  own  country  can  be  a worthy  citizen  of  the  world 
community 


BOOKS  FOR  THE  TEACHER 

A Helpful  because  of  their  point  of  view  concerning  the  teaching 
of  citizenship 

Teaching  of  Government.  Report  of  Committee  on  In- 
struction of  the  American  Political  Science  Association, 
1916.  Macmillan 

Hill,  Mabel.  The  Teaching  of  Civics.  Houghton 

Barnard  & Others.  The  Teaching  of  Community  Civics. 
U.  S.  Bureau  of  Education,  Bulletin  23,  1915 

Civic  Education  in  Elementary  Schools  as  Illustrated  in 
Indianapolis.  U.  S.  Bureau  of  Education,  Bulletin  17, 
1915 

Social  studies  in  Secondary  Schools.  U.  S.  Bureau  of 
Education,  Bulletin  28,  1916 

Haines  & Others.  The  Teaching  of  Government.  Mac- 
millan 

Dunn.  Civic  Training  through  Service.  Teachers’  Leaf- 
let no.  8,  1920.  U.  S.  Bureau  of  Education 

Historical  Outlook.  Articles  on  the  Teaching  of  Civics. 
McKinley  Pub.  Co.  Philadelphia 

[29] 


B Helpful  because  of  the  information  they  contain 

Standard  texts  for  high  schools  and  colleges  giving  facts  con- 
cerning our  newer  experiments  in  democratic  government 
Young.  The  New  American  Government.  Macmillan 
Reed.  Form  and  Functions  of  American  Government. 
World  Book  Co. 

Ashley.  The  New  Civics.  Macmillan 
Forman.  Advanced  Civics.  Century 
Hart.  Actual  Government.  Longmans 
Woodburn  & Moran.  The  Citizen  and  the  Republic. 
Longmans 

Guitteau.  Government  and  Politics  in  the  United  States, 
new  revised  ed.  Houghton 

Beard.  American  Government  and  Politics.  Macmillan 
Magruder.  American  Government  in  1921.  Allyn  & 
Bacon 

James  & Sanford.  Government  in  State  and  Nation. 
Scribner 

Garner.  Government  in  the  United  States.  Amer.  Book 
Co. 

C Helpful  because  of  their  discussion  of  American  ideals 

Eliot.  America’s  Contribution  to  Civilization.  Century 
“ One  of  the  finest  tributes  ever  given  to  the  vitality  and 
actuality  of  American  ideals.” 

Hill.  Americanism.  Appleton 

Clear  and  persuasive  presentation  of  what  Americanism 
means. 

The  People’s  Government.  Appleton 

Abbott.  Rights  of  Man.  Houghton 

A valuable  analysis  of  human  rights  in  the  light  of  Ameri- 
can ideals. 

Brewer.  Responsibilities  of  Citizenship.  Yale  Univ. 

Press 

“A  few  plain,  simple,  commonplace  truths  in  relation  to 
these  responsibilities.” 

Tufts.  The  Real  Business  of  Living.  Holt 

A study  of  the  origins  of  our  institutions  and  standards, 
of  our  business  and  political  ideals. 

Ross.  What  is  America?  Century 

An  illuminating  study  of  American  conditions:  What 
they  are  and  how  they  came  to  be  and  some  solutions  of 
present  problems. 

Adams.  The  Power  of  Ideals  in  American  History. 
Yale  Univ.  Press 

Fulton.  Bryce  on  “ American  Democracy.”  Macmillan 

[30] 


Jordan.  Democracy  and  World  Relations.  World  Book 
Co. 

Powers.  America  among  the  Nations.  Macmillan 
Bennion.  Citizenship.  World  Book  Co. 

Latane.  From  Isolation  to  Leadership.  Doubleday 
A review  of  America’s  foreign  policy. 

Publications  on  the  Constitution  by  National  Security 
League,  19  W.  44th  st.,  New  York 
Publications  of  the  National  Association  for  Constitu- 
tional Government,  717  Colorado  Bldg.,  Washington, 
D.  C. 

D Helpful  books  on  the  socialization  of  education 

Smith.  Introduction  to  Educational  Sociology.  Hough- 
ton 

Dynes.  Socializing  the  Child.  Silver,  Burdette 

Gives  subject  matter  and  methods  with  type  lessons  for 
first  three  grades. 

McFee.  The  Teacher,  the  School,  the  Community. 
Amer.  Book  Co. 

Special  emphasis  on  correlation. 

Robbins.  The  School  as  a Social  Institution.  Allyn  & 
Bacon 

Whitney.  The  Socialized  Recitation.  Barnes 
E Sociology 

Ellwood.  Sociology  and  Modern  Social  Problems.  Amer. 
Book  Co. 

Leavitt.  Elementary  Social  Science.  Macmillan 
Burch  & Patterson.  American  Social  Problems.  Mac- 
millan 

Towne.  Social  Problems.  Macmillan 
Rowe.  Society,  its  Origin  and  Development.  Scribner 
Hall.  A Practical  Sociology.  Scribner 
F Economics 

Carver.  Principles  of  Political  Economy.  Ginn 
Ely  & Wicker.  Elementary  Principles  of  Economics, 
rev.  ed.  Macmillan 

Johnson.  Introduction  to  Economics.  Heath 
Adams.  Description  of  Industry.  Holt 
Fetter.  Principles  of  Economics.  Century 
Thompson.  Elementary  Economics.  Sanborn 
Burch.  American  Economic  Life.  Macmillan 
Marshall  & Lyon.  Our  Economic  Organization.  Mac- 
millan 

Dole.  Economics  for  Upper  Grades.  Heath 

[31] 


G Vocational  education 

Snedden.  The  Problem  of  Vocational  Education.  (River- 
side Educational  Monographs.)  Houghton 
Bloomfield.  Vocational  Guidance  of  Youth.  (Riverside 
Educational  Monographs.)  Houghton 
Weeks.  The  People’s  School.  (Riverside  Educational 
Monographs.)  Houghton 

Leavitt  & Brown.  Prevocational  Education  in  the  Public 
Schools.  Ploughton 

Davis.  Vocational  and  Moral  Guidance.  Ginn 
Gowan  & Wheatley.  Occupations.  Ginn 
Giles.  Vocational  Civics.  Macmillan 
Brewster.  Vocational  Guidance  for  the  Professions. 
Rand,  McNally 

Puffer.  Vocational  Guidance.  Rand,  McNally 
Weaver  & Byler.  Profitable  Vocations  for  Boys.  Barnes 
Weaver.  Profitable  Vocations  for  Girls.  Barnes 
Hoerler  & Saltzberg.  The  Girl  and  the  Job.  Rand, 
McNally 

Brewer.  Vocational  Guidance  Movement.  Rand,  McNally 
Cohen.  Books  on  Choosing  a Career.  Rand,  McNally 
Dickson.  Vocational  Guidance  for  Girls.  Rand,  McNally 
Sullivan.  Bibliography  concerning  Vocations.  Univ. 
State  of  N.  Y. 

H Rural  schools 

Cubberley.  The  Improvement  of  Rural  Schools.  Hough- 
ton 

Rural  Life  and  Education.  Houghton 

. Betts.  New  Ideals  for  Rural  Schools 
Dewey.  New  Schools  for  Old 
I Magazines  for  current  events  * 

The  Independent 
The  Outlook 
The  Literary  Digest 

Current  History  of  the  New  York  Times 
World’s  Work 

BOOKS  FOR  THE  PUPIL 

A Textbooks 

Dunn.  The  Community  and  the  Citizen.  Heath 

Community  Civics  for  City  Schools.  Heath 

Community  Civics  and  Rural  Life.  Heath 

[32] 


Hughes.  Community  Civics.  (New  York  State  supple- 
ment.) Allyn  & Bacon 

Elementary  Community  Civics.  Allyn  & Bacon 

Economic  Civics.  Allyn  & Bacon 

Fradenburgh.  American  Community  Civics.  Hinds, 
Hayden  & Eldredge 

Forman.  Essentials  in  Civil  Government.  Amer.  Book 
Co. 

Guitteau.  Preparing  for  Citizenship.  Houghton 
Ashley.  The  Government  and  the  Citizen.  Macmillan 
Dawson.  Organized  Self  Government.  Holt 
Ames  & Eldred.  Community  Civics.  Macmillan 
Finch.  Everyday  Civics.  Amer.  Book  Co. 

Nida.  City,  State  and  Nation.  Macmillan 
Dole.  New  American  Citizen.  Heath 
Hill.  Community  Life  and  Civic  Problems.  Ginn 
Howe.  New  Era  Civics.  Iroquois  Pub.  Co. 

B Supplementary  readers 

Turkington.  My  Country.  Ginn 

“ America  : What  it  is,  its  people,  its  language,  its  ideals." 
Smith.  Our  Neighborhood.  Winston 
Written  for  rural  communities. 

Ziegler  & Jaquette.  Our  Community.  Winston 
Written  for  urban  communities. 

Greenlaw.  Builders  of  Democracy.  Scott  Foresman 

“ A revelation  of  the  centuries  of  effort  that  have  woven 
into  the  flag  what  we  find  there  today.” 

Laselle.  Short  Stories  of  the  New  America.  Holt 
Most  inspiring;  strong  emotional  appeal. 

McBrien.  America  First.  Amer.  Book  Co. 

Patriotic  prose  and  poetry. 

Monroe  & Miller.  The  American  Spirit.  World  Book  Co. 

Excellent  collection  of  patriotic  selections  grouped  about 
ten  central  ideas. 

Long.  American  Patriotic  Prose.  Heath 

Excerpts  from  letters  and  speeches  of  great  Americans. 
Gauss.  Democracy  Today.  Scott  Foresman 

Similar  to  the  above,  with  special  emphasis  on  the  ideals 
set  forth  by  President  Wilson. 

War  Readings.  Scribner 

Compiled  by  a committee  of  the  National  Board  for  His- 
torical Service.  Some  of  the  War’s  best  literature  is 
found  in  this  book. 

Powell.  Spirit  of  Democracy 
Hayes.  American  Democracy.  Holt 

[33] 


C Inspiring  biographies  for  supplementary  reading 

Franklin,  Benjamin.  Autobiography.  Amer.  Book  Co. 
Riis,  Jacob  A.  The  Making  of  an  American.  Macmillan 
Steiner,  Edward  A.  From  Alien  to  Citizen.  Revell 
Washington,  Booker  T.  Up  from  Slavery.  Doubleday 
Antin,  Mary.  The  Promised  Land.  Houghton 

See  also  two  reading  lists  for  boys  and  girls  published  by 
the  New  York  Public  Library,  called  “Heroism”  (1914) 
and  “Patriotism”  (1917). 

D Reference  books  which  the  pupil  should  know  how  to  use 

1 Encyclopedias,  especially  Encyclopedia  of  Social  Reform 

and  Cyclopedia  of  American  Government 

2 Almanacs,  like  those  published  annually  by  the  New 

York  World  and  the  Brooklyn  Eagle 

3 Year  Books;  for  example,  The  American  Year  Book,  Inter- 

national Year  Book 

4 Readers’  Guide  and  Cumulative  Index 

5 New  York  State  Legislative  Manual 

6 Congressional  Directory 

7 Local  year  book  or  report  of  the  local  administration  to 

the  voters 

Above  all,  the  pupil  should  know  how  to  use  the  dictionary 


[34] 


